Art education in China is way different from that here. In Chinese high schools, art education is knowledge-based teaching for normal students and technique-based teaching for art students. Even when we entered universities, we have taught based on technique only and seldom had opportunities to think socially, environmentally, and humanely in depth. After coming aboard, my eyes have been opened to see different approaches to promote not only students’ creativity but also their critical thinking.
Art plays an essential role in integrating all the subjects into a coherent whole. The Creation is the art of science. We get to know the world and human being both perceptually and intellectually. Art develops our humanity in the way of learned appreciation of the beauty of unknown spiritual (inner) and material (outer) world, and what’s more, art develops our sense of empathy for others and society. In order to do so, art educators can utilize project –based interdisciplinary learning to promote project making without art making, and allow students to sort out their own reactions and articulate them through multi-mediums.
Without a holistic approach to art, artists and art students could imperceptibly become self-absorbed. I used to treat “Arts” as god, but I was wrong. Actually the people who made this beautiful world are the center of art. “LOVE” is the key to the art. Love your neighbors and communities, appreciate the life and the nature, and sympathize with the others. Finally, embrace the art with all your life ~
Critical Question: Some students come to art class in high school with predetermined ideas about what they will do. How would you respond to such students’ expectations that contradict your plans for nontraditional and problem-based instruction?
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